Children as Partners in Neighborhood Placemaking: Lessons From Intergenerational Design Charrettes

Sutton, Sharon E.; Kemp, Susan P.

doi:10.1006/jevp.2001.0251

Cited by 60 publications

(64 citation statements)

References 21 publications

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“…To assess these objectives, a doctoral student in education administered a prepost evaluation; social work students observed two of the charrettes; and a liberal arts undergraduate student, a doctoral student in education, and a doctoral student in social work conducted interviews after those charrettes. Both team members and community members participated in the evaluations (for a complete discussion of the pre-post evaluations, see Sutton & Kemp, 2002;Sutton & Kemp, 2006). The illustrative data from these evaluations comprise one measure of success, shedding light upon the interdisciplinary experiences of students and their interactions with community members.…”

Section: Measures Of Successmentioning

confidence: 99%

Integrating Social Science and Design Inquiry Through Interdisciplinary Design Charrettes: An Approach to Participatory Community Problem Solving

Sutton

Kemp

2006

American Journal of Community Psychology

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Interdisciplinary collaborations that aim to facilitate meaningful community outcomes require both the right mix of disciplinary knowledge and effective community participation, which together can deepen collective knowledge and the capacity to take action. This article explores three interdisciplinary design charrettes, intensive participatory workshops that addressed specific community problems and provided a context for integrating design and social science inquiry with local community knowledge. Evaluation data from the charrettes shed light on how students from the design and social science disciplines experienced the charrettes, and on their interactions with community members. Key advantages to this interdisciplinary, community-based collaboration included expanded knowledge derived from the use of multiple modes of inquiry, particularly the resulting visualization tools that helped community members understand local issues and envision novel solutions. Key drawbacks included difficulties in balancing the two disciplines, the tendency for social scientists to feel out of place on designers' turf, and the increased disciplinary and interpersonal conflicts arising from a more diverse pool of participants.

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Section: Measures Of Successmentioning

confidence: 99%

Integrating Social Science and Design Inquiry Through Interdisciplinary Design Charrettes: An Approach to Participatory Community Problem Solving

Sutton

Kemp

2006

American Journal of Community Psychology

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“…Em termos estruturais, a escola é vista como um ambiente físico que propicia um contexto dinâmico para os seus usuários e por meio dele várias coisas mudam, como os pensamentos, sentimentos, interações sociais e o bem-estar físico e subjetivo. Esse espaço oferece experiências únicas e primordiais para a vida, pois, a partir do meio ao qual se está inserido, é possível criar vínculos capazes de influenciar escolhas futuras do sujeito (Sutton & Kemp, 2002).…”

Section: A Escola E Seus Vínculosunclassified

Eu gosto da escola: um estudo sobre o apego ao ambiente escolar

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ResumoO presente artigo teve como objetivo analisar o nível de apego dos alunos ao ambiente escolar. Para tanto, adotou-se a perspectiva da relação pessoa-ambiente que busca contribuir para a vertente institucional da psicopedagogia. Participaram do estudo 200 alunos do ensino médio, com idade média de 15,15 (DP=0,98), igualmente distribuídos entre escolas públicas e privadas de uma capital nordestina. Estes responderam à Escala Apego ao Lugar, além de questões sociodemográficas. As análises indicaram que o nível de apego à escola foi considerável em relação ao esperado, evidenciando uma diferença significativa do nível de apego ao lugar em função do tipo de sistema de ensino (t(191) = -2,205; p≤0,03), com destaque para a escola privada (M= 3,36; DP= 0,603). Com base nesses resultados, foi possível discutir a necessidade de desenvolver estratégias voltadas para promoção de identidade com a escola, percepção da escola como comunidade e atitudes positivas frente à escola. Palavras-chave:Comportamento de apego; ambiente escolar; estudantes. I like school: a study on the attachment to the school environment AbstractThis article aims to analyze the attachment level of students to the school environment. Therefore, it adopted the perspective of the personenvironment relationship that seeks to contribute to the institutional aspect of educational psychology. Participants were 200 high school students with an average age of 15.15 (SD = 0.98), equally distributed between public and private schools in a northeastern capital. They answered to Attachment Place Scale to place in attachment to sociodemographic questions. The analyzes indicated that the level of addiction to school has been achieved in relation to the expected, showing a significant difference in the level of attachment to place depending on the type of education system (t (191) = -2.205; p≤0,03) , especially the private school (M = 3.36, SD = 0.603). Based on these results, it was possible to discuss the need to develop focused strategies to promote identity with the school, the school as a community perception and positive attitudes to school.Keywords: Attachment behavior; school environment; students. Me gusta la escuela: un estudio sobre el apego al ambiente escolar ResumenEl presente artículo tuvo como objetivo analizar el nivel de apego de los alumnos al ambiente escolar. Para tanto, se adoptó la perspectiva de la relación persona-ambiente que busca contribuir para la vertiente institucional de la psicopedagogía. Participaron del estudio 200 alumnos de la enseñanza secundaria, con edad media de 15,15 (DP=0,98), igualmente distribuidos entre escuelas públicas y privadas de una capital nordestina. Éstos contestaron a la Escala Apego al Lugar además de cuestiones sociodemográficas. Los análisis indicaron que el nivel de apego a la escuela fue considerable en relación al esperado, evidenciando una diferencia significativa del nivel de apego al lugar en función del tipo de sistema de enseñanza (t(191) = -2,205; p≤0,03), con destaque para la escuela privada (M...

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“…Certains auteurs soulignent par exemple que les villes sont de moins en moins adaptées aux enfants, aménagées généralement pour répondre aux besoins, aux habitudes et aux moyens des adultes, particulièrement des adultes motorisés (Commission européenne, 2002;Sutton et Kemp, 2002). L'importance accordée aux problèmes engendrés par l'urbanisation se reflète d'ailleurs dans l'abondante littérature scientifique consacrée aux effets directs et indirects de celle-ci sur les enfants, notamment au plan de la santé (Adelman et al, 2005;Pabayo et al, 2010;Smargiassi et al, 2009), de la mobilité (Bachiri et Despré, 2008;Mcmillan, 2005) et de l'intégration sociale (Granié, 2004;Hillman et Adams, 1992;Jutras, 2003;Moore et Young, 1978).…”

Section: Ville Et Enfant : Un Vieux Sujet De Réflexionunclassified

L’enfant et la ville : notes introductoires

Cloutier

Torres

2010

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La relation entre l’enfant et la ville suscite l’intérêt grandissant des praticiens et chercheurs de diverses disciplines à travers le monde. Cette introduction propose de resituer les analyses contemporaines à la croisée de l’évolution des transformations urbaines et des changements dans les représentations de l’enfance. Se dessinent notamment des correspondances entre les diverses perspectives théoriques du rapport personne-environnement et la manière de concevoir l’enfant. Ainsi, la passivité des individus, implicite dans l’approche de disjonction, évoque la vision déterministe de l’enfance : on se préoccupe alors des effets de la ville sur une population « sans défense ». L’approche de conjonction présente au contraire l’enfant comme un acteur dynamique et conduit à explorer la ville au travers de son regard. Ce changement de posture amène les chercheurs et les praticiens à chercher à comprendre et à façonner avec les enfants leur milieu de vie. Par une brève présentation des contributions des collaborateurs à ce numéro, les auteurs signalent les principaux enjeux qui se dégagent des analyses autour de la mobilité des écoliers du primaire d’un point de vue urbanistique, de la socialisation au risque routier chez les enfants d’un point de vue psychologique, de la prise en compte des adolescents lors de l’aménagement des quartiers, des stratégies de survie de jeunes travailleurs ambulants dans le contexte urbain d’un pays en développement et de l’impact d’un dispositif d’apaisement de la circulation sur l’autonomie des enfants du point de vue de la géographie urbaine.The relationship between the child and the city has been arousing growing interest amongst practitioners and research workers across the world. The present introduction is intended to contextualize contemporary analysis, placing it at the confluence of urban change and new approaches to representations of childhood. What emerge more especially are the connections between the various theoretical standpoints as to the relationship between the individual and the environment, and the way in which the child is viewed. Thus, the passivity of the individual which is implicit in a disjunctive approach calls up the determinist concept of childhood, where the main concern is the impact of the city on a “defenseless” population. The conjunctive approach, on the other hand, views the child as a dynamic player and invites the researcher and the practitioner to explore the city with the child’s eyes. This change of perspective leads them to attempt to understand and work with children to shape their environment. Through a short presentation of the various articles which make up this number, the authors provide an overview of the main issues that emerge from studies which include the mobility of primary school children as seen by the town planner, the psychologist’s view of the socialization of traffic risk as it affects the child pedestrian, the consideration to be given to adolescents when designing or developing urban neighbourhoods, the survival strategies pr...

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Children as Partners in Neighborhood Placemaking: Lessons From Intergenerational Design Charrettes

Cited by 60 publications

References 21 publications

Integrating Social Science and Design Inquiry Through Interdisciplinary Design Charrettes: An Approach to Participatory Community Problem Solving

Integrating Social Science and Design Inquiry Through Interdisciplinary Design Charrettes: An Approach to Participatory Community Problem Solving

Eu gosto da escola: um estudo sobre o apego ao ambiente escolar

L’enfant et la ville : notes introductoires

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